A conceptual framework for educational design at modular level to promote transfer of learning

Abstract

Students bridge the theory–practice gap when they apply in practice what they
\nhave learned in class. A conceptual framework was developed that can serve as
\nfoundation to design for learning transfer at modular level. The framework is
\nbased on an adopted and adapted systemic model of transfer of learning, existing
\nlearning theories, constructive alignment and the elements of effective learning
\nopportunities. A convergent consensus-seeking process, which is typical of a
\nqualitative approach, was used for expert review. The final conceptual framework
\nconsists of two principles: establishing a community of learning and the
\nprimacy of a learning outcome. The four steps entail the following: (1) activation
\nof existing knowledge; (2) engaging with new information; (3) demonstrating
\ncompetence; and (4) application in the real world. It is envisaged that by applying
\nthe framework educators in health care will design for transfer of learning,
\nresulting in quality of care and optimal patient outcomes.